TY - JOUR
T1 - Effect of the tools of the mind kindergarten program on children's social and emotional development
AU - Blair, Clancy
AU - McKinnon, Rachel D.
AU - Daneri, M. Paula
N1 - Funding Information:
We wish to thank the participating children, families, schools, and teachers and acknowledge the assistance of a large group of data collectors and research assistants, particularly Mohamed Soliman, Aida Alikalfic, and Caitlin Mauger. Support for this research was provided by the U.S. Department of Education Institute of Education Sciences Grant R305A1000058 .
Publisher Copyright:
© 2018
PY - 2018
Y1 - 2018
N2 - Social-emotional competence in early childhood and the elementary grades is foundational for children's short- and long-term academic, social, mental health, and employment outcomes. This study examined the effects of a large-scale (N = 715) cluster randomized controlled trial of a comprehensive kindergarten program, Tools of the Mind, on teachers’ reports of children's social-emotional competence at the end of kindergarten with follow-up in first grade. Results indicated that at the end of kindergarten, children in classrooms in schools randomly assigned to the treatment condition had reduced teacher reported behavior problems and aggression and improved self-regulation, social-emotional competence, and positive teacher-child relationships relative to children in classrooms in schools randomly assigned to the control condition. No differences were detected for teacher-reported academic competence. Sustained effects in first grade were seen only for first grade teachers’ reports of aggression and conduct problems. This study adds to a growing literature demonstrating positive effects of educational programs focusing on children's social-emotional as well as academic competence.
AB - Social-emotional competence in early childhood and the elementary grades is foundational for children's short- and long-term academic, social, mental health, and employment outcomes. This study examined the effects of a large-scale (N = 715) cluster randomized controlled trial of a comprehensive kindergarten program, Tools of the Mind, on teachers’ reports of children's social-emotional competence at the end of kindergarten with follow-up in first grade. Results indicated that at the end of kindergarten, children in classrooms in schools randomly assigned to the treatment condition had reduced teacher reported behavior problems and aggression and improved self-regulation, social-emotional competence, and positive teacher-child relationships relative to children in classrooms in schools randomly assigned to the control condition. No differences were detected for teacher-reported academic competence. Sustained effects in first grade were seen only for first grade teachers’ reports of aggression and conduct problems. This study adds to a growing literature demonstrating positive effects of educational programs focusing on children's social-emotional as well as academic competence.
KW - Elementary education
KW - Evaluation
KW - Self-regulation
KW - Social-emotional development
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U2 - 10.1016/j.ecresq.2018.01.002
DO - 10.1016/j.ecresq.2018.01.002
M3 - Article
AN - SCOPUS:85042904723
SN - 0885-2006
VL - 43
SP - 52
EP - 61
JO - Early Childhood Research Quarterly
JF - Early Childhood Research Quarterly
ER -